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This chapter first presents the findings of the CBA practices of three case study teachers within natural classroom settings, based on data collected through classroom observations and relevant documents. The teachers’ CBA practices were examined across four key dimensions: planning assessment, collecting evidence of student learning, making professional judgments, and providing feedback. The rationales underlying these practices were then explored through teacher semi-structured interviews, which are presented following the finding regarding each practice dimension.

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Teachers’ CBA Practices at Natural Classroom Settings and Underlying Rationales: Insights from the Case Study

  • 章节

  • 发表日期：

    2025年

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  • Qiaozhen Yan,
  • Lawrence Jun Zhang

摘要

This chapter first presents the findings of the CBA practices of three case study teachers within natural classroom settings, based on data collected through classroom observations and relevant documents. The teachers’ CBA practices were examined across four key dimensions: planning assessment, collecting evidence of student learning, making professional judgments, and providing feedback. The rationales underlying these practices were then explored through teacher semi-structured interviews, which are presented following the finding regarding each practice dimension.